Jacob Allen was the first-ever youth president for the NAACP in Wisconsin and a Teach for America corps member in Chicago. But it wasn’t either of those roles that landed him on the Forbes 30 Under 30 list this past January. Rather, it was his efforts to bring an important topic back into K-12 schools—the idea of a student’s self-identity.

In 2013, Allen and his cofounder Marie Dandie created pilotED Schools, an afterschool program that has a three-tiered curriculum, specifically focusing on developing students in the realms of academic success, civic engagement and social identity. Over the last few years, pilotED has worked with more than 100 school students and families on Chicago’s South and West Sides.

But pilotED isn’t just about helping existing schools anymore. Allen and Dandie will soon be launching the first pilotED brick-and-mortar school—a daunting but unique opportunity. EdSurge sat down with Allen last week to discover how his new school model is tackling themes of trauma and citizenship in the classroom—the stuff that can really impact students’ academic success.

How Chicago's PilotED Schools Tackles Trauma, Civics Education, and "Student Identity"

Cal State Channel Islands offers a two-week online training course for professors at the university called Humanizing Online Learning, with tips and strategies for forging personal connections with remote students. The course's creator and instructor, Michelle Pacansky-Brock, and the university's vice president for technology and innovation, Michael Berman, talk about the effort, and about how online education can involve a surprising amount of passion—and even some tears.

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How One University Works to ‘Humanize’ Online Teaching

It’s pretty clear that very few people in education enjoy those typical sit-and-get professional development sessions. And when blended learning gets thrown into the mix, the situation gets even more complicated—what happens when educators seem afraid of products? Who should deliver PD, the administrators or the teachers?

Talk to administrators, and they have some answers to these questions—as well as thoughts about what parts of PD should be left far, far behind. At the EdSurge Tech for Schools Summit in Riverside, EdSurge’s own Michelle Spencer led a panel with Steve Kong (instructional services specialist for Riverside Unified School District), Stepan Mekhitarian (blended learning coordinator for Local District Northwest in Los Angeles USD), Brad Hellickson (student advisor for online learning in Corona Norco Unified) and Michelle Clavijo-Diaz (Global Education Solutions Product Line Manager, HP Inc.) to get their thoughts.

Dealing with a 'Culture of Fear'—Administrators on PD in the Age of Blended Learning

A few weeks back, EdSurge traveled to SXSWedu to hear talks about technology and chat with educators and entrepreneurs. But while there, we met someone who spoke about how edtech could better serve students with learning differences in a manner we’d never heard before. In fact, that individual, Ben Gurewitz, is a student with learning differences himself.

Gurewitz is a Bay Area native and currently a freshman at the University of California, Davis—but that represents only a small fraction of how he spends his time. As cofounder of the Diverse Learners Coalition and an active participant in Student Voice, Gurewitz seeks to use his own experiences with dyslexia, dysgraphia, and slow processing disorder as a platform to create change both inside education organizations and amongst the greater populations.

Gurewitz came to the EdSurge offices in Burlingame, California to speak about his own learning experiences in K-12, where the education system is failing to reach students, and whether or not technology is the most important component of serving all students.

What Students With Learning Differences Really Want Us to Know: Q&A with Ben Gurewitz

It’s no shock to anyone—there is a gender disparity problem in the computer science world. The computing industry’s rate of job creation in the United States may be three times that of other industries, but the number of females attaining computer science degrees is falling, as U.S. News reports: “In 1984, 37 percent of computer science majors were women, but by 2014, that number had dropped to 18 percent.”

However, Reshma Saujani doesn’t think the issues merely lie in offering girls more opportunities to learn. Rather, it’s a problem of culture and consistency. “A girl doing an ‘hour of code’ is not going to have an epiphany that is going to convert her,” she tells EdSurge.

Saujani, a former lawyer and the CEO/founder of Girls Who Code in 2012, has strong beliefs about how the political landscape will and should affect computer science education, as well as the biggest hurdles facing those hoping to adequately educate girls on coding. Luckily, EdSurge got the opportunity to sit down with her right before her closing keynote at the 2017 ISTE conference in San Antonio, Texas.

Girls Who Code CEO Reshma Saujani: Why An 'Hour of Code' Isn’t Enough

Virtual schools—a fiercely debated topic. Some, like Secretary of Education Betsy DeVos and the American Legislative Exchange Council, are in favor. Others, including researchers like Columbia University professor Aaron Pallas, have pushed back. In fact, last January, Pallas called out DeVos for presenting misleading graduation rates quoted from K12 Inc. while presenting her case for virtual school expansion. 

But politicians and researchers aside, what do the students who attend virtual schools think? Are they pleased with their experiences, or wishing they could return to the brick-and-mortar, traditional schools where they started?

This week, EdSurge sat down with Amanda Regan, a graduate of Virtual High School in Ontario, Canada, and Kiaha Raigoza, a product of California Virtual Academies and the Flex Program through the University of Wisconsin. Unlike the aforementioned researchers and politicians, both Regan and Raigoza experienced virtual schooling for themselves, and shared with us the pros, cons, and questions they still have around the roles that virtual schools can play in both K-12 and higher education.

From the Mouths of Virtual School Students—Personalized and Flexible, or Over-Hyped and Isolating?

Replacing VHS tapes with YouTube clips is probably not the ideal version of moving a classroom into the 21st century.

While that type of digital substitution may tick the boxes of education technology frameworks like SAMR, it doesn’t always provide an opportunity for deep thinking and real-world learning. 

So how do teachers actually create meaningful work and allow students real agency in a 21st century classroom?

EdSurge talked with Scott McLeod, associate professor of education leadership at the University of Colorado in Denver. He’s the author of “Harnessing Technology for Deeper Learning,” which explores how his “four shifts” protocol can help educators test whether their practices and pedagogies support the goals of learning in the digital age.

How to Move From Digital Substitution to ‘Deeper Learning’

Many children grow up looking up to and learning from the characters they read about in books. But what about the kids who can’t find any characters that look like them? This week on the podcast, Ebony Thomas, a children’s literature researcher and critic, describes her own experiences with this, and explains why there are still so few protagonists of color in children’s books today.

The Evolving Role of Race in Children’s Lit, From ‘Harry Potter’ to ‘The Hate U Give’

Over the past year the pandemic has dramatically altered college teaching, and one side-effect seems to be a rise in exam cheating. In some cases, students are using homework help sites, including Chegg, to get answers during exams. The company has taken steps to respond, but critics say more change is needed. And some say it’s professors who need to change their testing strategies.

EdSurge Podcast

More Students Are Using Chegg to Cheat During the Pandemic. Is the Company Doing Enough to Stop It?

A weekly podcast about the future of learning. Join EdSurge journalists as they sit down with educators, innovators and scholars for frank and in-depth conversations.

How to Move From Digital Substitution to ‘Deeper Learning’

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